StatusThe thesis was presented on the 28 December, 2007
Approved by NCAA on the 28 February, 2008
Abstract– 0.40 Mb / in romanian
ThesisCZU 81’276.6:61(043.2) 1.19 Mb / in romanian
The research stated that medical colleges’ students possess a deficient and an insufficient medical language, this being caused by the unfavourable socio-linguistic environment and by the inadequate practice of the initial professional medical formation, these not being compliant to the general and special objectives targeting Professional Medical Language (PML) formation. The language deficiencies at students have been grouped by problems-difficulties according to the laws and principles of both cultural and professional communication, according to the norm of the Romanian literary language. When initiating professional formation they do not determine the level of general verbal communicative competences at students and their initial level of competences related to mastering the biological and bio-medical language.
The current professional formation does not explicitly provide pedagogical guidance for the formation of verbal communicative competences specific to medical field as related to the professional formation reference knowledge, in order to ensure that such skills be mastered at graduation and ensure that they are efficiently applied in medical practice.
Based on researches over the modern principles for the human communication, in general, and for the professional communication, especially, as well as researches over professional communication practice within medical colleges, the author developed a theoretical model on forming PML at students.
Based on experiment, there were determined the real verbal communication competences of students, there also were determined the conditions, factors and attitudes of medical students, of teaching staff related to forming PML.
Based on this and following a vast formation experiment, there have been founded the methodological principles on forming PML at medical students, the values to be formed at medical students via experimental training were deducted and analysed; practical recommendations are formulated on improving and forming an elevated PML at medical colleges’ students, on promoting medical language education, on counselling teaching staff and medical personnel.
Under consideration  :